Quick Links

Block 1

#1.1 It Takes a Team: Building capacity for web accessibility

Christine Scherer, M.A., Northwestern University

Northwestern’s School of Professional Studies Distance Learning office went from no accessibility considerations to a team that is well-trained and fully committed to making every online course accessible. In this presentation, we will share where we’ve come from, what we’re doing currently, and our plans for future growth.

#1.2 The State of Disability in Health Science Programs: Lived experiences

Lisa Meeks, Ph.D., University of California, San FranciscoNeera Jain, M.S., University of Auckland

This June a major national report was disseminated by the Association of American Medical Colleges (AAMC) titled: Physicians with Disabilities: Developing an Accessible and Inclusive Physician Workforce. Over a period of 3 months, interviews were conducted from coast-to-coast to collect the stories of students, residents, and physicians with disabilities and to hear, first-hand, about their experiences in medical education. This presentation provides the first report on the findings covering challenges, supports and recommendations for best practice for medical education and other health science programs.

#1.3 Transforming Accessibility: Addressing the impact of trauma

Caidin Riley, MA, Minneapolis Community and Technical College

In this session, we will explore how shifting all facets of DS office operations from an accommodation/crisis reactive approach to a focus on proactively creating an accessible campus can actively lower the level of the college-induced trauma for students with disabilities. This process requires a cultural shift in collaboration with staff and faulty to create an institution that centralizes the importance of accessibility. We will address the theory and practice of one campus’ transformation.

#1.4 Yes, We Can! Accommodations to support access and success of students with intellectual disability in higher education

Clare Papay, Ph.D., UMass BostonCate Weir, M.Ed., UMass Boston

Students with intellectual disability are accessing college more than ever before, but disability service professionals may be uncertain how provide support. This session explains accommodations that DS staff can use to support students with ID to access college classes and strategies they can use to build capacity on campus for student success.

#1.5 Accommodating Online Learning: Much more than captions

Linda Sullivan, M.A., Harvard University

Nearly all students engage in virtual learning experiences. Disability service provision for students enrolled in courses with online components needs careful consideration. This session we will examine challenges students face within each online framework. We will examine models of virtual design and student accommodations.

#1.6 Never the Twain Shall Meet: Meeting planners and disability service providers

Those who plan college-sponsored meetings and events often fail to consider accessibility. When problems arise, it is often the Disability Support Office that is expected to make everything right. Imagine a meeting planner joining forces with a disability access specialist to provide the training and tools for successful and accessible events.

#1.7 AHEAD Talks

1. Live with Intentionality!

Adam Meyer, Ph.D., University of Central Florida

Yogi Berra was once quoted as saying "We're lost, but we are making good time." Life can be like that if we are not careful. It can be easy to go through the motions of day-to-day living without any intentional thought as to why we do what we do. This talk will explore strategies for effective living with intentional purpose.

Disability Resources in higher education is a field that is developing and ever changing. It is defined and guided by legislation, higher education trends and a broadening understanding of the experience of disability. In this AHEAD talk, we will view Disability Resources from the lens of the CAS’s threefold mission and consider what it means to be in this profession.

3. Podcasting for College Students with Mental Health Issues: Get the goals

Derek Malenczak, M.S., Rutgers University

This talk will explore the evolution of a podcast for college students with mental health issues that focuses on goal achievement, and how podcast listening may hold the key for long-term behavior change.

4. The Wabi-Sabi of Disability: How the Japanese aesthetic can frame our work

Margaret Camp, M.Ed., Clemson University

Wabi-sabi is a Japanese worldview that has no literal translation to English, but is loosely understood to denote beauty in imperfection. In stark contrast to Eastern consumerist and commercialist ideals of beauty in symmetry, perfection, and permanence - which fuels the relentless drive for self-improvement -- wabi-sabi finds beauty and purpose in what is most authentic, natural, and simplistic. This talk will offer a glimpse at how such a philosophy can frame inclusion and the acceptance of disability and difference as naturally-occurring phenomena that are not only vital to dynamic communities, but that are fascinating and beautiful in their authentic imperfection.

#1.8 Investigating the ADA Complaint

You open your mail or inbox and find an official ADA Complaint; now what? AHEAD’s ADA SIG would like to offer a template and a plan to help you get started on the investigation. What do you need to remember and track during the investigation? Find out here! An ADA Grievance Procedure Flow Chart will lead us into discussion about managing each step in the process. This session is sponsored by the ADA Coordinator SIG.

Neal Lipsitz, Ph.D., College of the Holy CrossEileen Connell Berger, M.S., Harvard Graduate School of EducationMichael Berger, Ph.D., Simmons College

Using a novel analytical framework, legal cases concerning dismissal, disclosure and accessible technology are presented in a way that is immediately accessible to administrators. Appropriate roles and responsibilities for students with disabilities, faculty, disability services, and administrators are identified.

We will take a fresh look at how to begin providing truly equitable services by using curiosity, flexibility, and an open mind in our interpretation of the ADA. In adopting a holistic approach, the focus is no longer “levelling the playing field” but working towards an equitable experience that is centered in interrupting centuries of historical marginalization and preparing students for the world that awaits.

#1.11 Beyond Accommodations or Self-Efficacy: The Power of transformative learning in postsecondary disability services

Ken Marquard, Ph.D., Jose Maria Vargas University

Transformative Learning is a theory of adult education that has been capturing the imagination of professionals in diverse fields of higher education for over 30 years. However, exploration and application of this dynamic theory of learning in disability fields is limited. This presentation will introduce some transformative learning practices that can greatly affect how students see barriers and discover potential.

#1.12 The Evolving Challenge of Accommodating Service and Assistance Animals on Campus

Addressing student requests to be accompanied by service and assistance animals is challenging, and the guidance from Office of Civil Rights (OCR), Department of Justice (DOJ), and Housing and Urban Development (HUD) is ever-evolving. Scott Parrish Moore, former Deputy Chief in the Civil Rights Division of the U.S. Justice Department, and Christy Horn, ADA/504 Compliance Officer, will discuss how to navigate the overlapping and sometimes contradictory requirement so the ADA Ammendments Act, Section 504, and the Fair Housing Act as applied to animals on campus.

Amy Rutherford, M.Ed., University of Tennessee at ChattanoogaJane Thierfeld Brown, Ed.D., College Autism SpectrumMichelle Rigler, M.Ed., University of Tennessee at Chattanooga

Students with Autism Spectrum Disorders continue to be an increasing population on college campuses. Students who also have mental health diagnoses are struggling, and our campuses are unsure of how to appropriately meet their complex needs. This session will address mental health services for students with Autism; how these services are different (and how they are the same) and identifying campus resources.

Block 2

#2.1 Developing a Procurement Policy – From Soup to Nuts

Are you tired of retrofitting solutions to inaccessible electronic touch points? Are you still fighting the captioning battle? Is the registration system inaccessible? In this session, we will share two universities’ experience in developing a procurement policy that focuses on evaluating the accessibility of products before purchasing.

#2.2 Decisions by Committee: When is it advisable?

Schools with specialized curriculums, such as medical schools, sometimes rely on a committee consisting of faculty, deans, administrators, learning or disability specialists, and/or legal counsel to review and evaluate student accommodation requests, but this practice is fraught with potential problems. Other schools have found ways to incorporate multiple voices into the decision-making process in a way that is constructive and beneficial. Come hear the pros and cons of gathering input into student disability decisions and learn how to incorporate multiple perspectives when appropriate, whether you are a one-person office or at a large institution.

#2.3 It Takes a Village: Creating campus partnerships

Angela Moureau, M.S., Milwaukee School of Engineering

With a limited staff resources, it is increasingly important for DS offices to utilize institution-wide resources to create accessible experiences for students with disabilities. This session will provide concrete, specific examples of how to foster relationships across campus and leverage the entire university to help support access and include students with disabilities.

#2.4 Students with Intellectual Disabilities in Post-Secondary Education: A hard look at soft outcomes – qualities of life

The Transitional PostSecondary Program for Students with Intellectual Disabilities at Millersville University is tracking individual student outcomes in ways that go beyond the standard national evaluation. The Millersville approach embodies brief but tested measures of qualities of life including self-determination, relationship formation, activities & inclusion, and reports by students and families about qualities of life. The presentation will explain how we are trying to measure the outcomes of this innovative program.

#2.5 Shattering the Stigma of Mental Illness Disabilities on College Campuses

Kathleen Maxson, M.S., Cabrini University

Mental Health disabilities have been increasing exponentially across our campuses, but little has changed about how colleges, universities, and the world views these illnesses. Join us to discover the myths about mental health illnesses, the common mental health illnesses on college campuses today, and ways to best support and appropriately accommodate these students on your campus. There will be time for Q&A at the end of the presentation as well.

#2.6 What Do College-Bound Students With Disabilities Need To Consider? Advice from College Graduates With Disabilities

Paige R. Mask, Ph.D., Stephen F. Austin State University

This presentation exemplifies and quotes advice given by four college graduates with disabilities to college-bound students with disabilities. An interpretation of similarities and differences between the participants based on disability type will be reported. Panelists include students with autism, visual impairment, and learning disability.

#2.7 Accessibility Toolkit for Students Living with Diabetes

As diabetes continues to grow in the college population, campuses will need to adopt innovative strategies to engage students and ensure success. The College Diabetes Network Campus Advisory Committee aims to bridge the gaps faced by this population by piloting resources for campus accessibility staff to better support these students.

#2.8 Experience the Impact of Academic Coaching, a Tool to Increase Success and Self-Determination in Students

Academic coaching, a partnership designed to focus on academic goals and challenges, provides the skills necessary for students to strive towards equity and excellence. In this workshop, the presenters will provide an overview of academic coaching skills, demonstrate best practices for incorporating coaching skills into student interactions, and facilitate group exercises to provide participants with the hands-on experience of coaching.

The number of students with disabilities in health fields continues to grow. Therefore, educational Institutions must have a clear, interactive process to determine accommodations in clinical and lab settings. In this presentation, the interactive process, factors to be considered, and how accommodations are determined will be modeled, as well as how to best notify students of this process.

#2.10 Notes No More

Cheryl Muller, M.Ed., University of Arizona

Individual accommodations are intended to mitigate barriers to access. As classroom teaching and technology evolve, we must question traditional practice around the provision of note-taking as an accommodation. Thinking and strategy from the University of Arizona will be shared, and a practical framework by which to discern whether notes are a study aid or a reasonable response to an inaccessible design will be discussed.

#2.11 Veterans with Disabilities: Eliminating Barriers and Facilitating Change for Equity and Access in Post-Secondary Ed

Sandi Patton, M.S., Nevada State College

Most student veterans arrive on campus with no prior history, use, or knowledge of the accommodations and resources available to students with disabilities. For student veterans with disabilities, such dynamics can pose a challenge. They create an even greater obstacle for veterans who remain at home with disabling conditions and believe war wounds prevent them from accessing their educational benefits. Join the AHEAD-Veterans Special Interest Group in a discussion on removing existing barriers and facilitating change to open opportunities so all veterans, regardless of their injuries or wounds, are provided the necessary knowledge and information for equity and access in post-secondary education.

Joanna Boval, M.A., University of California, San DiegoSusan Kelly, B.A., University of California, San Diego

Two years ago, the Office for Students with Disabilities at the University of California, San Diego embarked on a journey with two students with significant visual impairments. Both students came in with specific expectations that, given the requirements and rigor of their chosen majors, have undergone significant change. Join us as we share the insights, challenges, and outcomes of this journey, including technology use, interactions with faculty, and funding issues.

#2.13 Communication Access: Equity and excellence in STEM courses for students who are deaf or hard of hearing

The increased focus on STEM education and the growing use of classroom technology has created significant challenges in providing effective communication access for deaf and hard of hearing students. In this presentation, we will look at the myriad of challenges in STEM classes, discuss various access strategies, and help administrators and service providers learn to meet each student’s unique needs.

Featured Presentations A

A.1: Legal Year in Review, Version 2.0

Paul Grossman, J.D., Hastings College of Law Jo Anne Simon, J.D., New York State Assembly

Taking a new approach by covering fewer cases but in greater depth, AHEAD’s legal experts will focus on ten legal developments in post-secondary disability law in the past year – ones that every disability services professional should be aware of to fulfill their professional responsibilities. This presentation will include consideration of whether any new legal trends are emerging, including trends that reflect the change in leadership in Washington. A full 30-minutes will be devoted to answering audience questions following the presentation of the cases.

A.2: Animals on Campus: Best in Show

Do questions about service animals and assistance animals continue to confound you? Do you want to learn the finer points so you can develop policies that match your campus culture? Looking for advice on handling human-animal conflicts? This session will quickly cover the basics, then focus on the harder details. What kinds of animals are allowed in housing or elsewhere? What verification/documentation can be required? How are the interests of others and of the university taken into account? We’ll set out the three (or more) laws that may apply and look closely at settlement agreements from federal cases against the University of Nebraska/Kearney, Kent State University, and others. We’ll work as a group to analyze sample policies and identify what you may want to include on your own campus.

A.3: From Helpless to Heroic: Exploring disability bias and microaggressions

Amanda Kraus, Ph.D., University of Arizona

When we understand disability in a context of social justice, we can unpack how disabled people experience bias and microaggressions. As DS professionals, we must have awareness of disability bias and the ways bias manifests in higher education. In this session, the presenter will discuss bias and microagressions and relate them to practice.

Block 3

#3.1 Facilitating Autonomy: Optimizing adaptive technology assessment and support through the DS office

Michele Bromley, M.A., Portland State University

The presenter will walk disability services professionals from both small and large institutions through the process of compiling a quick, straight-forward adaptive technology needs assessment and functioning tool kit of sustainable adaptive technology options for students with disabilities. The methods and tools outlined in this presentation should allow even the smallest DS office to establish basic but effective adaptive technology services.

Health Science programs are on notice—OCR, DOJ, and private litigation decisions send a message, “The rules and expectation have changed!” This session will require disability service/access providers in nursing, medicine, chiropractic, and DO programs to reconsider a core question: what does it mean to be a well-qualified health care professional. Several landmark cases will be used to articulate the needed and necessary changes in the way health science institutions examine their obligations, including the duty to accommodate individuals with disabilities in both the didactic and clinical settings.

#3.3 Using a Process Improvement Model to Increase Efficiency and Effectiveness of Disability Services

Deanna Arbuckle, MRC, CRC, University of Dayton Elizabeth Harrison, PhD, University of Dayton

Is your office overburdened or experiencing unevenness in workload? Do you feel you are doing the same things repeatedly just to get one project or file completed? Our office used the Lean process improvement model to systematically identify problem areas in our operations. Learn how you might use this process to effectively meet student and faculty needs without overburdening staff with wasteful and inefficient processes.

This session will showcase a new initiative between AHEAD members who work in disability resource offices and AHEAD members of the high-stakes testing industry (e.g., ETS, GMAC, AAMC, College Board, and Paradigm Testing) to find common ground. Similarities and differences will be shared, as well as suggestions for aligning our efforts to better serve the entire AHEAD membership.

#3.5 Student Perspectives on Disability Services

Kimberly Elmore, M.A., NCCSD/ DREAM, moderator

Through video and discussion, students from Molloy College, Tufts University, and other colleges will share their experiences in college, using accommodations, interacting with faculty and DS, student activism, what works – and how they handle things that don’t work. Students will discuss ways DS professionals can better outreach to students, enhance services and help to create a more welcoming campus for students with disabilities.

#3.6 It’s a Small World After All: Collaborative policy development for university compliance

Chris Stone, Ed.D., University of North Carolina WilmingtonJames Koebel, Esq., University of North Carolina, Wilmington

Recent legal developments around disability access issues have created uncertainty (and risk) in adhering to the status quo on our campuses. This session offers insight into the collaborative processes by which one school ensures disability policies are developed with the best interests of students and university stakeholders alike. Through a case study approach, presenters will demonstrate how utilizing the expertise of disability services professionals, general counsel, and key stakeholders benefits everyone.

#3.7 AHEAD Talks

1. Is that Your Job?

Ann Knettler-Smith, M.A., Delaware State University

How many Disability Services professionals feel overburdened, understaffed, and directionless? Wishing we could spend more time on staff development, collaboration, college-wide education and outreach, and big picture strategic planning. When was the last time we evaluated what it meant to be a social justice minded, DS professional? It’s time to stop counterproductive practices and ask serious questions.

2. Creating Your Own Expert Advisory Team

Diana Kautzky, M.B.A., Deaf Services Unlimited

Feel like you’re alone in providing disability services on your college campus? Bureaucracy got you down? Want to provide the best available solutions for your students? Learn strategies on how to build an effective team in order to break down barriers and find solutions and get things done to make sure students with disabilities get the most out of their college experience.

3. Accessibility is a Civil Right. It’s Also a “Disruptive Innovation.” Here’s Why.

Aaron Pierson, BA, Minneapolis Community and Technical College

Technical terms in institutions frequently carry specific meanings that are not aligned with common use. The gap between these not only creates misunderstanding, it also can have strong emotional consequences. As professionals in education, we need to craft thoughtful institutional language that promotes growth-directed relationships.

Learn how to take steps toward changing your campus culture, helping it evolve from one where people view accessibility as a legal requirement to one where people understand that civil rights benefit everyone. I will provide examples that dispel several myths that we encounter when shifting attitudes about accessibility.

Florida Atlantic University Student Accessibility Services shares its experience of creating a process for accessible video and audio across the institution. The research, proposals, funding, and process for obtaining administrative support will be discussed.

#3.9 A Fighting Chance: How a disability services center gave its students a competitive edge through international exchange

Justin Harford, B.A., Mobility International U.S.A.Michelle Rigger, Ed.D., University of Tennessee at ChattanoogaAmy Rutherford, M.Ed., University of Tennessee at ChattanoogaEmily Quinn, M.Ed., University of Tennessee at Chatanooga

Global awareness is becoming increasingly important for students in finding a career after graduation, highlighting the importance of international exchange as part of the mission of disability student services offices. In this session, representatives from the University of Tennessee at Chattanooga will explain how they came to identify international exchange as part of their mission and how they planned, partnered, and executed to make it happen.

#3.10 Behavior, Conduct, Title IX, and Students with Autism

The majority of students on the autism spectrum contribute to our communities in many positive ways. However, a small number of students have behaviors which challenge our campuses and our conduct boards. In this session, we will address how to best work with students on the spectrum who may present these challenges. Issues for classrooms, residence halls, students, and parents will be discussed.

Caitlyn McCandless, M.A., The Ohio State UniversityAdam Crawford, M.S., The Ohio State UniversityHarry Warner, M.A., The Ohio State University

Limited knowledge regarding perspectives and experiences of transgender students contributes to trans-exclusive practices. Presenters will provide strategies to establish and maintain rapport based on competencies established by the American Counseling Association. Participants will explore the intersection of trans and disability identities.

As we continue to move toward the social model, it is imperative to include tenets of diversity and inclusion into our framework. This presentation focuses on theoretical/practical applications from disability studies and diversity and inclusion, and explores how both areas can work together with a campus community to promote shared responsibility and institutionalize accessibility as an imperative component to the diversity and inclusion movement.

The “Disability & Dialogue Series” was organized in fall 2015 exploring disability identity and community along with the tenants of the dialogue process (Nagada, 2004). Using Charlton's (1998) “nothing about us, without us,” we worked with the Disability Resource Center. We'll share lessons learned and what we would do differently.

Block 4

#4.1 Building Accessible PDF Documents from Native Applications

Damian Sian, M.S., Princeton University

Creating accessible PDFs from MS Word and Adobe InDesign is not only feasible, it is possible to develop efficient workflows for users of all skill levels through best practices, customized training, process integration, and specialized tools. This presentation will provide practical solutions teams can begin to implement immediately.

This interactive session will focus on the unique challenges inherent in determining accommodations in clinical settings, which can be highly nuanced/specialized. The presenters will discuss proactive planning, identifying collaborative partners, and establishing overall best practices in determining accommodations in the clinical setting. Clinical Accommodations Part 2: Reviewing Tough Cases will follow this session from 4:00 to 5:30.

#4.3 So Close and Yet So Far: Best practices in providing DSS services on multiple and satellite campuses

Increasingly, disability service providers work with students, faculty, and staff located on multiple and satellite campuses, sometimes at great distances from the provider’s physical location. It is imperative for disability professionals to find ways to work effectively with individuals at these out-lying campuses to provide an accessible education. Presenters will share experiences, strategies, procedures, and scenarios to assist in fostering and maintaining effective relationships with students and colleagues at satellite/multiple campuses and will provide opportunities for discussion regarding best practices.

#4.4 Competencies and Qualifications of Administrators Who Manage Programs Serving Students with Intellectual Disabilities

Amanda Jackson, M.Ed., University of North Texas P. Daniel Chen, Ph.D., University of North Texas

College programs serving students with intellectual disability have increased 392% since 2005. Fifty-nine percent of these programs are at universities, and ten percent of program staff are Directors. This paper presentation will report findings from a qualitative study exploring administrator competencies and qualifications.

#4.5 Research from the National Center for College Students with Disabilities: What’s new and exciting?

Join staff from the National Center on College Students with Disabilities to learn about our research activities this year. We will present highlights of a national needs assessment, share an overview of federal data that include college students with disabilities, and discuss research on campus climate. Come talk about research to practice and share your suggestions for future research activities.

#4.6 Professional Development of Faculty: Social justice, self-concept, and aligning the responsibility to accommodate

Carey Busch, Ph.D., Ohio University

The presenter will share an approach to professional development for faculty designed to promote a culture of increased willingness to accommodate students with disabilities. Background and research will be provided, with primary focus on the objectives and essential elements of professional development. Initial outcomes and feedback from faculty will be discussed.

Today, access to fiscal resources, human resources, and time can be limited. This presents an opportunity to get creative with the data management options already available to you. Come learn about resources currently at your fingertips and how you can leverage them to track and implement student accommodations, communicate with constituents, and report on services.

#4.8 Creating Pipelines to International Education for Students with Disabilities

Paul Edwards, M.D., University of Minnesota

Learn promising practices to increase the inclusion of students with disabilities in international education. We will present an ongoing, national project that is investigating programmatic strategies, organizational culture, curricular content, and other factors most effective for increasing accessibility in learning abroad.

#4.9 Targeting Executive Functioning Deficits in Students with Psychiatric Disabilities

Brittany Stone, M.S., Rutgers State University of New JerseyDerek Malenczak, M.S., Rutgers State University of New Jersey

In this workshop, we will provide an overview of cognitive processes and outline six main areas of executive functioning. Strategies for students with psychiatric disabilities to accommodate for these deficits will be explored from the viewpoint of disability service providers.

Many college students with disabilities grew up with assistive technology and other strategies for living with their disabilities. They use these in their personal lives, the academic world, and the workplace. Understandably, they expect to use these same approaches on high-stakes standardized tests. This session will discuss dilemmas that testing agencies encounter when requested accommodations conflict with sound measurement practices.

#4.11 A Comparison of Student Use of Closed Captions and Interactive Transcripts in Online Courses

This study examined the use of interactive transcripts in online courses as compared to closed-captioned video. With interactive transcripts words highlight as they’re spoken, and viewers can search, navigate, and print text. The approach will be compared to a course in which the media is closed-captioned. Study results will be shared, including the value added for students with disabilities and the technical aspects of application of the interactive transcript and closed captioning in online courses.

#4.12 What’s in a Name: The various approaches and implications of naming your DS or DR office

Amanda Kraus, Ph.D., University of ArizonaCheryl Muller, M.Ed., University of Arizona

There are a variety of approaches to naming a disability services office. How do our choices in language reflect our values around disability and our role on campus? In this session, we will grapple with various options and engage in dialogue around the politics of language and how we represent our offices to the campus and community.

#4.13 Partnering With Parents For Health’s Sake: Supporting students with significant healthcare needs

Linda Starnes, B.S., PEART-FL

How can disability service providers support students with healthcare needs in the often-overlooked part of transition planning, creating a safe healthcare transition? Much can be done prior to student entry, during transition to campus life, and throughout college years to support optimal health/wellness. Partnering with parents to ensure a smooth transition can also provide valuable assistance. Research review, practical resources and strategies, and lived experiences inform this presentation.

Block 5

#5.1 Providing Equity through Accessible Media: Excellence in service provision

Cindy Camp, M.A., Described and Captioned Media Program

Making classroom and online media accessible through captions and descriptions is no longer an option but a legal mandate. This workshop will cover the process of captioning media, adding video descriptions, finding accessibility solutions, and ensuring quality in your captions and descriptions. Bring your questions and be ready to learn.

#5.2 Clinical Accommodations Part 2: Reviewing tough cases

Building on Part I: Determining Reasonable Clinical Accommodations, participants will divide into groups and review clinical case scenarios. We will use problem-based learning to address the following: identifying clinical barriers, the role of technical standards and essential functions/learning outcomes, determining reasonable accommodations, implementing accommodations in clinical sites, and working with clinical supervisors. These case studies will help participants from Part 1 apply their new understanding of clinical accommodations to practice. Board Members of the Coalition on Disability Access in Health Science and Medical Education will serve as facilitators at each table.

Abstract: All successful businesses have a known purpose (brand) that creates value for their customers. A disability office is no different. Based on how your office functions, the language it uses, and its customer service approach, students, faculty, and staff develop a certain awareness and opinion of the office. A positive perception will maximize collaborative efforts. A negative perception will create a perpetual uphill battle. In this session, we will explore strategies for creating an effective office brand.

#5.4 Top Ten Tools for Your ASD Toolbox

Michelle Rigler, M.Ed., University of Tennessee at ChatanoogaAmy Rutherford, M.Ed., University of Tennessee at Chattanooga

The purpose of this program is to provide disability service providers with the tools they will need to work effectively with people on the Autism Spectrum. Participants will learn about tools used effectively by the presenters and will be given the top ten resources for supporting this student population. The audience will be given a resource list to develop their own tool kit.

#5.5 Post Lesley Decision: Development of FARE as a resource for you!

Since the 2009 Lesley decision, schools have increasingly recognized the need to accommodate Food Allergies. In 2013, the Food Allergy Research and Education organization (FARE) began its college initiative. Working collaboratively with a wide group of partners, FARE has developed guidance and best practices for working with students with food allergies and sensitivities.

#5.6 Cultural Humility: A lens for seeing each other, a path toward healing

Melanie Thornton, M.A., University of Arkansas, CURRENTSCrystal Hill, M.S., University of Central Arkansas

Cultural humility is a practice of acknowledging that biases exist, making space to explore those biases, and remaining open to the experience and perspectives of others. Facilitators will introduce the concept of cultural humility and explore it as a tool for engaging in difficult conversations with others on our campuses and for healing the divides.

#5.7 We're from the Government. How can we help you?

Irene Bowen, J.D., ADA OneRepresentatives from the Office of Civil Rights, the Department of Justice, and the Access Board

The past year has brought significant developments on the federal front, and we’ve invited representatives of federal agencies to brief us and let us know what might be next. For an update, join officials from the Departments of Justice, the Access Board and OCR. Bring questions about testing accommodations, web accessibility, allergies, animals, emergency evacuation, housing accommodations, physical access, and any other issues that are challenging you.

Karen Pettus, Ph.D., University of South CarolinaSue Mann Dolce, Ph.D., University at Buffalo

We often hear colleagues discussing how to design their office around the “social model” of disability, but what does that mean? This session will explore ways to use concepts from disability studies as guiding principles that value the disability experience and model equity. We will explore how disability studies can inform organizational structure, student processes, faculty communication, outreach, and assessment.

#5.9 Benefits of Formal Program and Professional Standards for Disability Services

Disability Service providers are charged with the responsibility of implementing federally mandated services to ensure the rights of students and institutions are protected. Service delivery to these stakeholders is essential and ongoing quality improvement is an additional responsibility. Implementing formal program and professional standards will support your office and the important decisions you make surrounding service provision and improvement.

#5.10 The Intersection of Title IX and Disability Services

Nicole B. Subik, M.S.Ed., Villanova UniversitySam Goodin, M.S., University of NebraskaLinda Nissenbaum, MA, St. Louis Community College at Meramec Bruce Pomeroy, M.A.Ed., University of North Carolina at Greensboro

This session will provide a better understanding of the intersection of Title IX and Disability Services and how the two can partner to provide support and services. Presenters have varied areas of expertise and will discuss many aspects of sexual assault and disability, as well as other aspects of Title IX.

#5.11 Course Substitutions and Learning Evaluations: How one institution is addressing barriers to completion

Portland Community College revised its process related to course substitution on the basis of disability and leveraged an innovative learning evaluation program to address barriers that were keeping students from completing their degrees. This is work done collaboratively through efforts of Disability Services, Perkins Steering Committee, Student Records and Faculty from various academic departments.

#5.12 Ways to Increase Student Retention and Expand the Use of UDL On Campus

Doug Rosette, TextHelpBrad Held, B.S., University of Central Florida

Through a review of work at the University of Central Florida, and on other campuses, the presenters will describe AT tools which directly impact student retention and increase the opportunity for the expansion of universal design for learning on campus.

#5.13 Expanding Access: A mental health resiliency program for students on leave of absence

We will provide an overview of a promising model of a resiliency program for college students on leave for mental health-related reasons and share evaluation data suggesting the program’s efficacy. Attendees will explore the program’s design and how it can be adapted to meet the needs of various higher education environments.

Block 6

#6.1 Digital Textbooks and Accessibility

Rick Johnson, B.A., VitalSource

As learning materials become increasingly digital, it is easy for companies and educational institutions to forget to ensure the needs of students with disabilities are met. This session will focus on best practices for colleges and universities looking to implement a comprehensive eTextbook program with all learners in mind.

Tim Montgomery, M.A., University of California, San FranciscoNeera Jain, M.S., University of AucklandJan Serrantino, Ed.D., University of California Irvine

In this moderated talk, a panel of module developers will discuss the available open access training modules for training health science faculty about working with students with disabilities. Information about the educational philosophy behind the modules, positive reactions from faculty, and information about how to adopt these for your campus will be discussed. The moderator will also provide participants with a lesson plan to accompany training module #1 Guidelines for Faculty who work with Students with Disabilities.

#6.3 Full Steam AHEAD: Leadership at the affiliate and national levels

Want to take your AHEAD involvement to the next level, but you’re not sure how? Learn more about how AHEAD operates and the many ways you can share your passion and expertise within the organization. Topics covered will include: avenues for leadership and involvement on the Affiliate and national levels, time and cost commitments, networking, demystifying the conference presentation process, writing and research, and FAQs. If you’re interested in AHEAD leadership on any level, you won’t want to miss this insightful session.

#6.4 How Students with an Intellectual Disability Access College Course Content and How is Academic Progress Measured

Kathleen Becht, Ph.D., University of Central FloridaCarley Myszkowski, M.Ed., University of Central Florida

In this session presenters will lead the participants in discussion of how students with an intellectual disability currently access academically inclusive college course content and how, if at all, their academic progress is measured. Presenters will discuss with participants steps needed to move from academic access to academic progress in the college.

#6.5 The National Centers on Disability, Deafness, and Higher Education: Resources for disability service professionals

Wendy Harbour, Ed.D., National Center on College Students with Disabilities; AHEADMeg Grigal, Ph.D., UMass Boston; Think College National Coordinating CenterStephanie Cawthon, Ph.D., National Deaf Center on Postsecondary OutcomesCarrie Lou Garberoglio, Ph.D., University of Texas, Austin; National Deaf Center on Postsecondary Outcomes

Learn more about the three national centers working on disability and higher education: the National Center for College Students with Disabilities (NCCSD), Think College, and the National Deaf Center on Postsecondary Outcomes (NDC). Find out what these federally-funded centers are doing, how they can help disability services professionals, and upcoming events and activities. There will also be time for questions.

#6.6 "Like Bunnies": Coping with the explosion of emotional support animals on campus

Laura Warde, M.A., Oklahoma State University

Universities in the U.S. have seen a drastic increase in requests for emotional support animals. This panel will explore how disability support professionals from diverse campus settings address increases in requests and approvals, determine their processes, and communicate with other campus offices.

#6.7 AHEAD Talks

1. In Defense of Simulation Exercises: Do they spawn pity, empathy, or understanding?

Jane Jarrow, Ph.D., Disability Access Info Support

Disability simulations have been used with varying success and met with varying responses from the disability community in hopes of explaining how disability impacts on students in higher education. Perhaps the idea would be less contentious if we differentiated between the kinds of simulations that could be employed. Perhaps.

Many Baby Boomers have made significant contributions to the Civil Rights movements that resulted in the passage of the ADA and other significant pieces of legislation. This presentation will explore the importance of succession planning and leaving a legacy.

3. The Benefits of the Bathroom Stall: Addressing anxiety and panic in the clinic

Lisa Meeks, Ph.D., UCSF School of Medicine

Drawing on personal and professional experience, Dr. Meeks will help providers understand and empathize with students who experience debilitating anxiety and panic. Especially relevant to health science programs and the culture of perfection, these lessons will help providers guide their students in finding their safe space.

#6.8 Creating Your Own Expert Advisory Team

Diana Kautzky, M.B.A., Deaf Services Unlimited

Feel like you’re alone in providing disability services on your college campus? Bureaucracy got you down? Want to provide the best available solutions for your students? Join this conversation to learn strategies for developing campus allies.

The winds of change have hit the high-stakes testing industry. With the impact of the Department of Justice technical assistance document ringing in our ears, ETS has made significant changes to our documentation guidelines and how we review documentation for test takers with learning disabilities and/or ADHD. Learn how we met the challenge and what changes were made.

#6.10 A Look at Non-academic Accommodations for Students who Experience Autism and Live in the Residence Hall: A research study

A showcase of the research study Understanding the Benefits and Challenges of On-Campus Living for Student’s Experiencing Autism Spectrum Disorder at Oregon State University (OSU). This is a first-hand account from the perspective of students experiencing Autism. This study will assist OSU in supporting students with ASD during their transition into residential life and explore options of specific non-academic needs and supports identified as essential by the students themselves.

#6.11 Data-Driven: These numbers don’t lie

Data is critical in understanding the populations we serve, helping focus efforts, measuring outcomes, and securing funding. With so many types of information to gather, knowing where to start can be overwhelming. In this session, we will examine the benefits of data, strategies for getting started, and examples of data-driven successes.

#6.13 Alternative Formatting: Textbooks in Sign Language

Kristiana Nelson, B.A., Portland Community College

This workshop is an in-depth case study of a creative and effective approach to the work of disability accommodations, as well as a practical, and linguistic guide to producing signed video text as a viable form of adaptive technology.

Block 7

This session will talk about efforts to increase the accessibility skills of individuals in the technology and design fields, with a particular emphasis on web designers. We’ll talk about the current state of affairs regarding the accessibility skills of individuals entering the field from college; and the experience of technology companies who have tried to hire more professionals with accessibility know-how. The student benefits of teaching about accessibility in training programs and university curriculum will be discussed, providing talking points to those who wish to encourage their campus to increase their efforts in this area.

#7.2 Revamping your Policies and Procedures: A coordinated commitment to leading practice

Moderator: Lisa Meeks, Ph.D., University of California, San Francisco Zoe Brown-Wiessmann, M.Ed., University of Central Florida School of MedicineAllison Kommer, M.Ed., University of Central Florida School of MedicineChristine Low, M.S.W., Icahn School of Medicine at Mount SinaiMarie Ferro-Lusk, M.B.A., Rush University-Rush Medical College

Over the last several years, multiple schools have revamped their policies and procedures to align with leading practices informed by the Coalition and the University of California, San Francisco (UCSF). UCSF’s commitment is to provide the most progressive and inclusive disability support in the country. We embrace the letter and the spirit of the law! This panel will share the UCSF Model and Disability Services Handbook and review key points from this approach to accommodating learners. Panelists from schools who have adopted these standards will discuss that process and how you can adopt these practices on your campus.

#7.3 Developing DS Program Outcomes and Their Interplay with Student Learning Outcomes

Ann Knettler-Smith, M.A., Delaware State University

Does your administration expect you to assess student learning? Could you articulate how your office’s outcomes and expectations relate to mission and Student Learning Outcomes (SLOs)? Presentation in this session will provide the background and process used to create effective program outcomes based on the DS/R Standards from the Council for the Advancement of Standards (CAS). Examples and takeaways for creating and assessing will be provided.

#7.4 We Go Together Like a Wink and a Smile: The story of Transition University

Join us for an interactive look at an IHE collaborative partnership between the School of Education and local school systems. Transition University (TU) was designed to provide synergistic opportunities for high school students with intellectual disabilities to experience peer interactions on a college campus. In this session, you’ll hear voices from all TU stakeholders and see how TU produces winks and smiles for everyone involved.

#7.5 Results and Takeaways from the First Nationwide Research Study on Closed Captioning in Higher Education

In this session, the presenters will share results from two national studies on closed captioning in higher education, conducted by OSU's Ecampus Research Unit and 3Play Media. The first study focuses on student use & perceptions of captioning; the second explores institutional solutions for complying with closed captioning regulations.

#7.6 Addressing Disability in Higher Education Using a Social Justice Perspective

Autum Wilke, M.Ed., Grinnell College

Practitioners using a social justice approach explicitly recognize and challenge the ableism present in individuals, institutions, and society. PThe presenter will describe how social justice principles can be applied to institutional policies and used in daily work with students.

#7.7 AHEAD Talks - The following 15 to 20-minute Talks will be presented during this session:

1. Accessible Design is Sustainable Design

Jen Dugger, M.A., Portland State University

Is your institution increasing its focus on sustainability? Is the conversation mostly about reducing, reusing, and recycling? A truly sustainable community is one that actively supports environmental, economic, and social justice. Attend this AHEAD Talk to learn more about how you can use the sustainability movement on your campus to move accessibility and disability inclusion issues in the right direction!

2. Hands-off: How I benefited from studying in a country without disability supports

Justin Harford, B.A., Mobility International U.S.A.

How free should students be to arrange their reasonable accommodations? This is a hot topic, though people may not realize the connection with success after college. In this talk, UC Berkeley alumnus, and expert on international exchange and disability, Justin Harford will share how a year abroad in Latin America without supports gave him the skills to successfully transition from college to career and beyond.

To effectuate change, framing messaging to legislators, regulators and executive agencies requires understanding the defined and undefined roles and processes of each branch of government and how (and whether) they interact. AHEAD members are more familiar with federal laws and rules, but as the national stage is re-set, state and local legislatures will be where the action is. Here’s how and why to begin advocacy now!

#7.8 A View from Afar: When your intake interview isn’t face-to-face

Jane Jarrow, Ph.D., Disability Access Info SupportKelly Hermann, M.A., University of PhoenixRobert Becker, M.A., University of Phoenix Daja McCleve, from the University of Phoenix

A comprehensive intake interview gives information about more than the student’s disability and history. It is a chance to get to know the student as a person. How can you get the same quality of information for distance learners? The experience and expertise developed by those at fully online institutions provides a viable model for the traditional service provider.

#7.9 Development and Presentation of Campus-wide Disability Awareness and Inclusion Educational Workshop

Do you find that there is a gap in disability awareness and inclusion in your campus community? The presenters will share an interactive training for faculty, staff, and student organizations that is based on the concerns and trends noticed on campus. Participants will learn how to implement a workshop that best addresses disability services, universal design and disability etiquette to the university/college community.

#7.10 Supporting Post-Traditional Students in the Digital Age

Explore opportunities and strategies to support students with disabilities using a multi-focal lens that incorporates viewpoints related to post-traditional age, highly diverse, urban students at a four-year university. We will look at ways to connect with internal and external resources, create balance between compliance and advocacy, and find similarities with traditional age students.

#7.11 The Efficacy of College Level Math and Reading Interventions for Students with Learning Disabilities

Catherine Dugan, D.Ed., Indiana University of Pennsylvania Ray Biesel, Ph.D., Indianan University of PennsylvaniaYuliya Melnikova, Ph.D., Indiana University of Pennsylvania

The effectiveness of remedial math and reading courses for students with disabilities at a mid-sized state university will be reviewed. Effectiveness of the computerized math program with students with disabilities, especially students with learning disabilities, will be examined, as will the remedial reading course, offered in the traditional lecture and discussion method. Results and recommendations for future directions will be discussed.

In this session, we will demonstrate how multiple departments within Retention and Academic Services collaborated on accessibility standards and initiatives through a refined multi-service integration and enhanced teaching and learning opportunities by identifying accessible learning resources for the digital and face-to-face environment and integrated technology within multi-level service training.

#7.13 Animals: Campus or a zoo?

Tina Vires, M.Ed., Winthrop University

Choosing to make accommodations for animals on campus should be a non-issue. Learn how to create policy and make decisions about assistive/emotional support animals that will keep your campus compliant with latest regulations and rulings.

Featured Presentations B

B.1: OCR Year in Review

Representatives from the U.S. Department of Education, Office for Civil Rights

The Office for Civil Rights ensures equal access to education and promotes educational excellence through active enforcement of federal civil rights laws. OCR assists individuals with disabilities facing discrimination and guides advocates and institutions in developing systemic solutions to civil rights problems by investigating complaints, initiating compliance reviews, and providing proactive technical assistance. This session reviews illustrative decisions over the last year, which may help you in formulating policy and practice on your own campus.

B.2: Being There

When the barrier a student experiences is related to actually getting to class or completing assignments in accordance with the syllabus, what approaches are available to us? While it seems reasonable to assume that attendance is an important part of learning, important is not the same as essential. And that raises questions that need to be explored as you consider individual requests. We will discuss student circumstances that may require modification of attendance or due dates, the importance of understanding the individual design of a course, and how those elements interact to inform the level of modification that may be appropriate. Flexibility with exam and assignment dates, online work, synchronous and asynchronous activities, and group work will be discussed.

B.3: Working with Students on the Autism Spectrum: How? When? Where?

Programs for students with autism have grown drastically. However, most institutions do not have these specialized programs but have growing numbers of students with autism in their campus communities. How can we provide good services with or without a specialized program? What are best practices? How can we foster appreciation for neurodiversity on our campuses? ? These and many other questions will be addressed by two national-experts who have specialized in serving this population of students for close to 20 years.

Disability simulation events often result in problematic learning outcomes expressed by such reactions as “I’m so glad I’m not disabled!” With this foundation, the presenters will share alternatives for creating socially-just disability awareness programs. Participants will learn about programming goals and resources, explore the role of DS offices in campus event planning, and brainstorm program ideas for their own campuses.

Block 8

#8.1 Math Accessibility: A tour of tools and techniques

Kaela Parks, M.Ed., Portland Community College

This session is geared for those familiar with the basics of alternate formats, assistive technology, and web accessibility, but are curious about options surrounding math accessibility including online math. This session will focus on collaboration to ensure workflows output properly structured math and end-users have flexibility in terms of interacting with that accessible math to learn and demonstrate mastery.

#8.2 Using Program Evaluation to Assess Your Strategic Plan

Karen Pettus, Ph.D., University of South CarolinaTom Thompson, M.A., California State University, Fullerton

College students and parents continually ask whether a college education worth the investment? Disability service offices must demonstrate their impact on student success during college and after graduation. How do DS providers evaluate their operations and service results in relationship to their strategic plan? This session focuses on how to use program evaluation strategies to improve DS effectiveness.

#8.3 Are Disability Services a Turn-Off to Students? Time for Disability Services to Reinvent Itself

Disability Services (DS) are evolving. Some offices have reinvented themselves with new names, more central locations, and greater web visibility. Yet data suggest that many students with disabilities are still unwilling to tap into DS services. This session highlights several of the fundamental inadequacies of traditional DS models and challenges participants to rethink DS services for the future.

#8.4 Research that Examines How Colleges Implement Federal Policies that Directly Impact Students with Disabilities

In this session, RTI International will present results from two national studies funded by the National Council on Disability. Study one examines mental health services and policies in higher education to identify policies and practices that enhance the ability of students with mental health disabilities to access services and graduate. Study two examines how students with disabilities are served in regards to sexual assault prevention and support and needed policy and system reforms. These studies will inform national policy; there will be opportunity to provide feedback and insight into this research.

#8.5 Unpacking the Impact of How Disability Is Viewed by DS Professionals

Enjie Hall, M.R.C., University of Toledo

Participants will engage in a lively discussion about their perceptions pertaining to disability and how these perceptions can impact their interactions with students and the provision of accommodations. This roundtable session will explore how DS providers view disability and how they can help their campus move beyond the medical model to a social model on their campuses through discussions with instructors, administrators, and staff.

#8.6 Let's Talk: Universal access to language learning on the university and college campus

World languages expand our intellectual horizons as well as our job opportunities, but too many barriers still exist for students with disabilities. Language education and disability professionals will lead participants in an interactive discussion on expanding language instruction for students with all learning styles.

#8.7 Unlikely Interns: Partnerships to access and success

Deborah McCarthy, M.S., University of South FloridaAshley Maxwell, M.A.., University of South Florida, Tampa

Students with Disabilities Services at the University of South Florida took steps to create campus partnerships with some unlikely academic departments. Interns from anthropology, criminology, rehabilitation, student affairs, counseling education and public health (to name a few) add to the diversity of our team and the impact of our work. Come share ideas, strategies, and solutions for integrating interns into SDS work effectively.

#8.8 Mickey's Text Services - How to make your magic kingdom accessible to students with hearing loss

CART, captioning and text interpreting are becoming a universal design concept and will be the largest budget item in virtually all disability support budgets. Understanding the institution’s decision process, technological advances, and how text can make future, current, and historical media accessible is key. Attend, enjoy, and learn.

Emily Quinn, M.Ed., University of Tennesse at ChatanoogaMichelle Rigler, M.Ed., University of Tennesse at ChattanoogaMatt Brown, M.A., University of Tennessee at Chatanooga

By offering advocacy training for university professionals to have an understanding of disability-related issues and resources available on campus, universities can increase the number of advocates across campus for individuals with disabilities. An overview of the University of Tennessee at Chattanooga’s Disability Ambassador training program’s components, its collaborative partners, and the impact it has had on campus culture will be presented.

Creating course access requires consideration of the student (disability), barriers within the environment, essential course elements, and reasonable accommodations that logically recognize each of these. However, the disability office's initial assessment processes and subsequent communication through the accommodation letter may not acknowledge all of these variables, which may subsequently create barriers. In this session, we will explore considerations for framing accommodation letter communication.

The Appreciative Advising Model, developed by Dr. Jenny Bloom, uses positive inquiry to reframe the way critical conversations are had and empowers students to design their own path to success. This session will focus on the fundamentals of the Appreciative Advising Model and how it can be applied to initial student meetings in Disability Services offices and beyond.